<![CDATA[Qur’anic tahsin learning requires accurate articulation, consistent tajwid application, reading fluency, and students’ readiness to receive corrective feedback. This study examined the effect of self-efficacy on students’ Qur’anic tahsin ability in Ponorogo, a regency where religious-based education in basic education is formally supported by Peraturan Bupati Ponorogo No. 37 of 2022. A quantitative associative design was applied to 216 junior secondary students. Self-efficacy was measured using a 20-item Likert questionnaire, while tahsin ability was obtained from school-documented tahsin assessment scores. Data were analyzed using IBM SPSS through validity testing, reliability testing, descriptive statistics, residual diagnostics, linearity testing, and simple linear regression. The self-efficacy instrument was valid, with item-total correlations ranging from .593 to .712, and reliable, with Cronbach’s alpha of .931. The regression model was statistically significant, F(1, 214) = 83.817, p < .001. Self-efficacy positively predicted Qur’anic tahsin ability, B = .258, SE = .028, β = .531, t = 9.155, p < .001. The model explained 28.1% of the variance in tahsin ability. These findings indicate that self-efficacy is a meaningful psychological factor in tahsin learning and should be considered in school-based Qur’anic education programs.]]>
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